I created this powerpoint as part of a home learning pack for a year 7 class but it could be adapted for classroom use. It uses Lewis Carroll’s acrostic poem spelling out the name of Alice Liddell, his muse. The powerpoint has 9 teaching slides (the tenth is merely a title slide). The start of the learning asks the pupils to do some research and find answers to these questions: Who wrote “Alice’s Adventures in Wonderland”? What is an acrostic poem? Write down an example of an acrostic poem. What is a muse? Slide 3 has some context about Carroll and the afternoon that gave rise to the story of Wonderland. Slides 4, 5, 6 and 7 use questioning to look at extracts from “Alice’s Adventures in Wonderland” with a focus on dreaming and the attitude of Alice’s older sister towards Alice, reality and growing up. Slides 8 and 9 explore the poem. Slide 10 asks the pupils to write their own acrostic poem about someone (real or fictional) who’s important in their life.

This is a multiple-choice quiz (answers provided) on Christina Rossetti’s love poem, “A Birthday”. The quiz could be set for homework to consolidate students’ understanding of the poem after it’s been taught. Alternatively, it could be used as a pre-reading activity to identify any confusion or misconception so that subsequent teaching can be more precisely focused. The quiz could be used to structure a guided reading session or to open up the poem for a wider discussion.

This multiple choice quiz has answers provided and there are 21 questions on Robert Graves’ poem, “The Leveller”. This could be used for flipped learning or pre-reading so that gaps in knowledge and understanding can be identified and then made the focus of subsequent teaching. Alternatively, the questions could be used to structure a guided reading session. Useful for homework or home learning.

This is a comprehension activity using a deleted segment from H.G.Wells’ “The Time Machine”, (cut from the novella but later published on its own as a short story). There are ten questions, focused on the reading skills that will be tested in the GCSE English Language exam: inference, analysis and evaluation (as well as a couple of questions on vocabulary). Could be used in class to support the development of these key skills or used as a homework or a cover activity.

This powerpoint was used very early in my teaching of ‘A Midsummer Night’s Dream’ to year 7. The overall aim is to establish whether Puck is a typical or an atypical fairy. The lesson begins with a focus on the meaning of ‘typical’, after which the pupils are asked to work together to create an acrostic poem using ideas about typical fairies. After that, the pupils are asked to work independently to write a cinquain about a typical fairy. The lesson then shifts to focus on a prose description of the fairy wood (from a re-telling of the play’s story) and the pupils are asked to identify aspects that are typical of fairies and aspects that are atypical, explaining their choices. This skill is then developed with a focus on Puck’s conversation with the fairy in which he outlines his role as Oberon’s jester. First of all, the extract is read and there is a quiz to aid understanding. Once any misconceptions have been identified and addressed through peer marking of the quiz, the pupils are asked to complete a grid explaining which aspects of Puck’s character are typical of a fairy and which aspects are atypical. Also provided is a multiple-choice quiz for homework, the intention of which is to embed and consolidate some of the learning from the lesson.

This is a simple and straightforward comprehension exercise based on a short excerpt from George Orwell’s “The Road to Wigan Pier” in which he describes Sheffield. There are ten questions, four of which invite a more developed response. This could be used for cover, for homework or home learning, to structure a guided reading activity or as a pre-reading activity to identify any gaps in knowledge and understanding prior to using the text to explore the methods whereby a writer can communicate a viewpoint.

A straightforward comprehension activity, useful for homework, for cover, for home learning - or the questions could be used to structure a guided reading session. There is a short extract from the Sherlock Holmes story, “The Five Orange Pips” and then there are 11 questions focused, in the main, on analysis and inference.

A straightforward lesson exploring Sassoon’s poem, “The Kiss” with questioning used to discuss the effect of the personification of bullet and bayonet. There are 8 close reading and response questions on slide 15. These could be used to structure a discussion or set for independent work. The lesson culminates with a task asking the students to draw inferences about the nature of the speaker in the poem, writing in role as a senior officer. Planned for year 9 but could be suitable to explore unseen poetry at KS4.

This is a straightforward quiz on Tennyson’s “The Charge of the Light Brigade” (answers provided). There are 20 questions, all multiple-choice. This could be used as a starter, homework or revision activity. Alternatively, it could be used prior to teaching to identify gaps in students’ knowledge and understanding so that subsequent teaching can be more sharply focused.

Created for students to build confidence in reading texts written prior to 1914, this is an account from Henry Mayhew’s “London Labour and the London Poor” of an interview with a child working as a mudlark. Useful alongside the study of “A Christmas Carol” as another insight into poverty in the 19th century. There are 11 multiple-choice questions here (answers provided). The questions are intended to be straightforward but the Word document is easily editable for you to add or remove questions or change the level of difficulty to suit your own class. This could be used as a homework or a pre-reading activity so that students are already familiar with the text before you use it in class. Alternatively, the questions could be used to structure a guided reading activity. Some questions lend themselves to being developed in order to deepen understanding.

This is a simple and straightforward activity based on a letter of 4th February 1917 written by Wilfred Owen to his mother, Susan. The letter has been slightly abridged. There are 12 multiple-choice questions (answers provided). The first question is basic information retrieval. Subsequent questions ask pupils to identify methods and draw inferences. Some questions can act as springboards for deeper questioning. This could be set for a homework or used as a pre-teaching activity to identify gaps in pupil knowledge and understanding.

This is a straightforward comprehension activity that could be used for homework or cover. Alternatively, it could be used as a pre-reading activity to identify any gaps in knowledge or understanding before the characters of Oliver or Mrs Sowerberry are explored in greater detail. There’s a vocabulary task and then seven comprehension questions. The Word document is editable so if you wish to add challenge you can remove the glossary at the end of the passage.

This is a straightforward comprehension activity that uses only one paragraph from “The Canterville Ghost” in which the Otis family approach Canterville Chase and there is a discernible change of mood. There are 14 questions that could be used for homework, as a cover activity or to structure a guided reading session. Works for remote learning. Suggested answers are provided although some questions will elicit a range of responses, of course.

This is a comprehension activity that could be used in class or at home. There are ten questions, some closed and some more open-ended and developed. This could be set as homework or a cover activity. Alternatively, it could be used to structure a guided reading session.

This task uses a short extract from Ann Radcliffe’s “The Mysteries of Udolpho”. There are 12 multiple-choice questions that could be used for homework, as an extended starter prior to a deeper focus on the text or to structure a guided reading activity. Answers are provided. Useful as part of a unit on gothic horror.

This is a multiple-choice quiz with 15 questions. Answers are provided. Useful for revision or embedding of technical vocabulary. Could be used as a starter prior to more detailed analysis of the poem.

Here, you will find 18 exam-style questions using the format and wording of the AQA English Literature GCSE exam, paper 1. The extracts used are shorter than the students will meet in the exam - slightly shorter in some cases and much shorter in others. Created for revision sessions but useful for homework, classwork or remote learning.

This is a straightforward powerpoint focusing on two short pre-twentieth century extracts. One is from “My Struggle with a Tiger” by Charles Jamrach and the other is from a story by Conan Doyle. This was planned for a less confident GCSE class but could also be used at KS3. It focuses on analysis - talking about the effect of the writer’s language choices on the reader. The last four slides are printables of the extracts.

This short and simple activity could be used for cover or set as homework. Alternatively, the questions could be used to structure a guided reading session. The excerpt is Oberon’s short speech about the part of the enchanted wood where Titania sleeps. There are thirteen questions requiring some simple analysis - and the final question could be used as an extension task - asking the pupils to evaluate a simple statement. Suggested answers are provided

This is a simple comprehension activity drawing pupils’ attention to the effect of language and structure. Created as a homework task but could also be used for cover or to structure a guided reading activity. Suggested responses are provided to make this more useful for someone who’s not a subject specialist.